1
Erasmus+ Programme of the European Union
Refugees Country
Briefing
REACT aims to enhance the mobility, employability and access to further studies for refugees, displaced persons and persons in a refugee-like situation.
SOMALIA
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This country briefing – especially developed to help with the evaluation of credentials of refugees, displaced persons and persons in a refugee-like situation – should give orientation on the education system in Somalia in the light of recent political and economic developments in this country.
It presents a systematised overview on its higher education system and links to the available information sources that are useful for the evaluation of qualifications of refugees coming from Somalia, even in cases where candidates present insufficient or lack of documentation.
Source: CIA World Factbook
Official name: The Federal Republic of Somalia
Location: Eastern Africa, located in the Horn of Africa bordering the Gulf of Aden and the Indian Ocean, east of Ethiopia and
Kenya
Population: 11 million
Ethnic groups: Somali 85%, Bantu and other non-Somali 15% (including 30,000 Arabs). Somalis share the same language, religion and culture, but Somali communities are divided in clans which in turn are subdivided in tribes and tribal families.
Demographic More than 2 million Somalis are currently displaced.
profile: An estimated 1.5 million people are internally displaced in Somalia and nearly 900,000 are refugees in
the near region, mainly in Kenya, Yemen, Egypt, Ethiopia, Djibouti, and Uganda.
Languages: Somali (official, according to the 2012 Transitional Federal Charter), Arabic (official, according to the 2012 Transitional Federal Charter), English, Italian
Language of instruction can be Somali, Arabic and English depending on the school and region
2
Somalia
Ethiopia Sudan
Kenya
Somalia
Uganda
prompted an intervention by Ethiopian, and later, African Union, forces.
Since 2012, when a new internationally-backed government was installed, Somalia has been inching towards stability, but the new authorities still face a challenge from Al-Qaeda-aligned Al-Shabab insurgents.
The impact of the civil war still has an acute bearing on the restoration of public education.
State intervention in the education has been and remains limited. There is a Ministry of Education, but it cannot yet implement its policies all over the region. Hence, education projects are still rather private than public venture, even though progress can be seen. Efforts to unify different school systems curricula can be observed.
The overthrow of Mohamed Siad Barre’s regime in 1991, the following civil war and the subsequent collapse of the central government and its public and civil institutions left Somalia one of the poorest countries in the world. Somalia was for long
dubbed “the world’s most failed state”. After the civil war up to 90% of schools were destroyed. Even today, Somalia has one of the world’s lowest gross enrolment rates for primary school aged children.
Regional differences
Somalia is divided into three regions: the self- declared ‘Republic of Somaliland’ in the northwest;
‘Puntland State of Somalia’ in the northeast; and
‘South and Central Somalia’ (SCS). The state of development as well as the educational structures differ from one region to another.
SOMALILAND
Somaliland declared itself independent in 1991.
Borders are based on the former colonial borders of British-Somalia. The last widespread fighting took place in 1995. Since then, the region is relatively stable (compared to South and Central Somalia). Though not internationally recognised, Somaliland has a working political system, government institutions (including a Ministry of Education), a police force and its own currency.
The civil administration estimates that the region’s population is approximately 3.5 million.
PUNTLAND
Following a conference of local elders, Puntland declared itself an autonomous state in August 1998, in part to avoid the clan warfare engulfing southern Somalia. The population is estimated to be 2.5 million. Despite its relative stability, the region has endured armed conflicts, and was worldwide in the news for the upsurge in pirate attacks on international shipping in the Indian Ocean. Puntland is a destination for many Somalis displaced by violence in the south. The region of Puntland has its own Ministry of Education.
SOUTH AND CENTRAL SOMALIA
South and Central Somalia is the most challenging region of the country. The seizure of the capital Mogadishu and much of the country’s south by a coalition of Islamist shariah courts in 2006
History and current situation
Somalia was for long
dubbed “the world’s most failed state”. After the
civil war up to 90% of schools were destroyed.
Even today, Somalia has
one of the world’s lowest
gross enrolment rates
for primary school aged
children.
Education chart
Education System
Primary and Secondary Education
Following the collapse of the central government in 1991 Somalia was left with a lack of a centralized education system. Until present, there is no coherent educational system.
Educational systems in Somaliland, Puntland and South and Central Somalia have developed separately and even within South and Central Somalia might be found different school systems and curricula, depending if the school is run by a local or international NGO, both Islamic or Western.
Others forms of education (ABE (Alternative Basic Education), IQS (Integrated Quranic Schools), NFE (Non formal Education) can be found as well.
SOMALILAND
The “Somaliland Certificate of Secondary Education” is issued by the „Somaliland National Examination and Certification Board“ (SLNECB - http://www.slnecb.org/) - earlier called Somaliland National Examination Board (SLNEB) - after having passed centralized examinations.
Somaliland has introduced free education at primary and intermediate levels in 2011, but implementation was very difficult (e.g. maintenance
of infrastructures without tuition fees, getting enough teachers when salaries are very low).
The following government reintroduced tuition fees.
Fees of $8 apply at state-run secondary schools in Somaliland. Private schools charge more (e.g.
in Hargeisa between $10-25 monthly fees per child). In 2017/2018 thousands of school children in Somaliland have been withdrawn from schools by their parents because state-employed teachers have been imposing additional fees to bump up their salaries.
PUNTLAND
• Primary school (age 6 – 14): elementary cycle (grade 1 - 4) + intermediate cycle (grade 5 - 8):
Diploma: “Puntland Primary School Leaving Examination” (PSLE)
• Secondary school (age 14 – 18): grade 9 – 12;
Diploma: “Secondary School Certificate”
Overall enrolment at secondary level remains low (14.73% gross enrolmenent ratio).
SOUTH AND CENTRAL SOMALIA (SCS) Responding to the urgent and growing education needs of the country after the civil war, privately owned education institutions were established and expanded forming umbrella organizations.
= Duration of education Source: *chart was drawn according recent announcements on the school
system (see: https://theirworld.org/news/somalia-shakes-up-education- system-schools-after-years-of-conflict), even though it is not yet implemented.
Elementary school*
Intermediate school* 4
4 0
Secondary school* 4
Bachelor of Arts /
Bachelor of Science 3-4
Bachelor of Engineering
5
Bachelor of Medicine
6-7
Master´s Degree 2
Education umbrella organizations known for operating or having operated in Somalia are:
1. Formal Private Education Network in Somalia (FPENS)
2. School Association for Formal Education (SAFE) 3. School Organization for Formal Education
(SOFE)
4. Somali Formal Education Link (SOFEL) 5. Somali Formal Education Network (SOFEN) 6. Formal Education Network for Private Schools
(FENPS)
7. Somali Education Development Association (SEDA)
8. Gedo Education Network (GEN)
Depending on the umbrella organization, there still are two systems of educational systems used in SCS:
a) 6-3-3 system (system followed in several Arab countries)
• 6 years of elementary school -
• 3 years of intermediate school; Diploma:
“Shahaadada Dugsida Dhexe”/
“Intermediate School Leaving Certificate”
• 3 years of secondary school; Diploma:
“Shahaadada Dugsiga Sare” / “Secondary School Leaving Certficate”
b) 4-4-4- system (system inherited from the post-1960 era)
• 4 years of elementary school
• 4 years of intermediate school; Diploma:
“Intermediate School Certificate”
• 4 years of secondary school; Diploma:
“Secondary School Leaving Certificate”
Each umbrella has its own regulation, policy, curriculum, academic year, student uniform, education system and certificate. Curricula can be based on East-African states (e.g. Kenya, Uganda), on Arab states (e.g. Sudan, Saudi-Arabia, United Arab Emirates) or on the old national curriculum before the civil war.
The language of instruction also depends on the umbrella organization and on availability of textbooks. UNESCO has produced textbooks for primary level (level 1-6), but these books reach only 10% of the children. Formal Private Education Network in Somalia (FPENS) produces books in Arabic language. Some schools use books from the 70’s or 80’s.
Since 2013 there have been campaigns to unify the Somalia national education curriculum and examinations in the South and Central Somalia regions. Progress can be observed – but very slowly. Newspaper articles state that approximately 20.000-27.000 students now sit for the “Unified National Secondary School Exams” by the federal government (http://amisom-au.org/2018/05/
thousands-of-students-sit-for-unified-national- secondary-school-exams-in-somalia/), but there still a great number of students who only participate in the examinations organized by the umbrella organizations.
The largest umbrella organization is “Formal Private Education Network in Somalia” (FPENS). Over the past 5 years, most of the secondary school certificates from Somalia handed in for evaluation at ENIC NARIC centres were documents issued by FPENS.
Spotlight on “Formal Private Education Network in Somalia” (FPENS)
A good overview over the history, the main activities and the role of FPENS in South and Central Somalia is given in Valeria Saggiomo’s article “From Charity to Governance: Islamic NGOs and Education in Somalia” (published in The Open Area Studies Journal, 2011, 4, 53-61)
FPENS was founded by 14 Islamic organizations in 1999 as an umbrella organisation. Over the years – in absence of a functioning ministry of education – it got an important institutional role in Somali education. The services offered at present include: curriculum development, the printing of books, the establishment of examinations and certifications systems, teacher training, and maintenance of external relations with international universities.
The number of FPENS schools is about 300 in total, not only operating in South and Central Somalia, but also in Puntland and Somaliland, reaching more 120.000 students. (http://fpens.so/en/about/)
Some ENIC NARICs have already successfully contacted FPENS for authentication of school certificates. Other umbrella organizations seem to be more difficult to get in contact with.
Latest newspaper articles from August 2018 state:
“Somalia’s education system has been lacking a unified approach for decades. Now, there will be a single system of four years in lower-primary school, four years in upper-primary and four years in secondary. There will be a new curriculum. The language of instruction in
primary school will be Somali, while Arabic and English will be used in secondary school”.
Implementation remains to be seen.
Higher Education
By 1996, local educators started - with the help of NGOs - initiatives for the growing number of secondary school graduates seeking higher education. This led to the establishment of the
“Amoud University” in Somaliland as well as the
“Mogadishu University”. These were followed closely by the “East Africa University” in Puntland as well as the “Hargeisa University” in Somaliland.
Unsurprisingly, Somaliland and Puntland got a head start in the educational sector due to improved stability, development and administration.
Between 1997 and 2006, numerous universities were established in different parts of the country such as the “Somali Institute for Management and Administration Development” (SIMAD) and the “Puntland State University”, both established in 1999 and “Benadir University”, Mogadishu established in 2002 (Eno, 2015).
The most significant growth in the number of Higher Education Institutions (HEIs) could be observed in the previous decade. The Heritage Institute for Policy Study (2013) conducted a study on the rapid growth of HEIs in Somalia. One of the conclusions was that 34 out of 44 HEIs had only been established between 2004 and 2012.
Compared to only one university operational in the country pre 1991, the growth rate over the past decade has been exponential.
Even though this growth rate is impressive, it does not change the fact that most HEIs in the country have no oversight, no regulation or any sort of commonly accepted accreditation system. As of today, many of the universities that offer courses do not have the facilities or necessary infrastructure to provide education or degrees that satisfy many of the hiring practices around the world. There is an increasing number of self-declared universities that offer degrees with little to no academic merit, leading to an increase of people seeking jobs, yet leading them to unemployment (Cassanelli and Abdikadir, 2008; Brock and Wolhuter, 2014).
SOMALILAND
In Somaliland, the HEI with the highest enrolment is the “University of Hargeisa” (UoH), with a reported enrolment of 4,000 students (The State of Higher Education in Somalia, 2013).
The establishment of the UoH was feasible through support from Somalis living in Kuwait, Australia, the United States, the United Kingdom and Sweden – so by engaging the diaspora worldwide. The university was founded by Swedish Expats. The computers were sponsored by Kuwait. Expats in London (UK) developed the business plan and curricula. An Internet diasporic forum raised money.
So, the “University of Hargeisa” is a good example for education from the bottom up so typical for Somalia.
UoH offers bachelor’s degrees in law (4 years), medicine (7 years) as well as business (4 years) and engineering (5 years) (University of Hargeisa, 2018). UoH also offers graduate programs (2 years) in courses such as international relations and diplomacy, developmental studies, public health and nutrition, ophthalmology etc.
Other than Hargeisa, universities in the region include “Gollis University” and the “Somaliland University of Technology” (SUTECH). While
“Gollis University” offers bachelor’s degrees in disciplines ranging from law (4 years), engineering (4 years) to medicine (6 years), SUTECH offers bachelor’s degrees (4 years) mainly in engineering, technology, business administration and
accounting. “Gollis University” also offers certificate courses (6 months -1 year) and diploma courses (2 years) in English, information technology, and health sciences while SUTECH offers diploma courses (2 years) in engineering, administration and accounting as well as vocational courses (6 months) (Gollis.edu.so, 2018; Somalilanduniversity.
org, 2018).
As of today, many of the
universities that offer
courses do not have the
facilities or necessary
infrastructure to provide
education or degrees that
satisfy many of the hiring
practices around the world.
PUNTLAND
In Puntland, the HEI with the highest enrollment is the East Africa University (EAU). With an enrolment of 2.700 students, the university offers bachelor’s degrees (4 years) in various disciplines including management, administration and engineering.
(The State of Higher Education in Somalia, 2013).
The University also offers diploma courses (6 months - 1.5 years) in fields such as statistics and English (East Africa University, 2018). For master’s programs EAU has tie-ups with other universities abroad such as Kenyetta University, Kenya;
University of Science and Technology, Yemen as well as Universiti Teknikal, Malaysia.
Other universities in Puntland are the “Puntland State University” (PSU) and the “University of Bosaso”. “Puntland State University” offers bachelor’s degrees (4 years) in subjects such as information technology, public administration, and business management etc. PSU also offers undergraduate diploma/associate degree courses (2 years) as well as postgraduate diplomas (1 year) in development studies and public administration.
Furthermore, PSU also offers master’s degrees in business administration jointly with Jomo Kenyatta University of Agriculture and Technology, Kenya.
The “University of Bosaso” (UOB) meanwhile offers bachelor’s degrees (3 years) in computer science, business administration and accounting as well as bachelor’s degrees (4 years) in public health and education. UoB also offers diploma courses (3 years) in computer science. Furthermore, UoB offers master’s degrees in English literature, computer science and education in cooperation with the Sudan Open University.
Puntland also has many community and teaching colleges like “Garowe Teacher’s Education College” which offers certificate (6 months-1 year), diploma (1-2 years) and degree courses (2 years) in teaching (Puntland State University, 2018; Universityofbosaso.net, 2018; Gtecsom.com, 2018).
SOUTH AND CENTRAL SOMALIA (SCS) In South and Central Somalia, the HEI with the highest number of students is the “Mogadishu University” (MU).
“Mogadishu University (MU)” was founded in the 90’s by former staff of the “Somali National University”. The university started with 5 lecturers in rooms of a secondary school. When these rooms were destroyed they moved to a hotel. In 2005/06 a
campus was built in the outskirts of Mogadishu.
With an enrolment of 5.240 students, it is the university with the highest number of students in Somalia (The State of Higher Education in Somalia, 2013). It has campuses in Mogadishu, the capital city of Somalia, but also a campus in Bosaso, in Puntland.
MU has now 9 faculties. It offers diplomas (1-2 years) and bachelor’s (3-4 years) degrees in disciplines including information technology, journalism and media and nursing. MU also offers post-graduate degrees in education (diploma, MA and PhD) through the Umu Durman Islamic University, Sudan as well as master’s degrees in business administration in collaboration with the Open Malaysia University and the Asian University.
Two other HEIs in the South Central region are
“SIMAD”, which offers bachelor’s degrees in disciplines like medicine (6 years), law (4 years), engineering (4 years) and public administration (4 years) and the “University of Somalia” which offers bachelor’s degrees in medicine (6 years), engineering (3 years), business administration (4 years) and accounting (4 years). SIMAD also offers master’s programs through the Open University Malaysia (Gtecsom.com, 2018; SIMAD University, 2018).
With an enrolment of 5,240 students, it is the university with the highest number of students in
Somalia
HEI Students Lectures Student/lecturer ratio
Mogadishu University 5240 292 18:1
University of Hargeisa 4000 200 20:1
University of Somalia 3912 134 29:1
Amoud University 3887 212 18:1
SIMAD University 3765 165 23:1
Gollis University 2778 25 111:1
East Africa University 2700 91 30:1
Plasma University for Science & Technology 2693 105 26:1 Heritage Institute for Policy Studies, 2013
HEI PhD Master Degree Bachelor Degree% with PhD
Mogadishu University 46 181 65 13%
University of Hargeisa 3 10 187 10%
University of Somalia 4 86 44 5%
Amoud University 10 146 56 6%
SIMAD University 16 99 50 7%
Gollis University 8 11 6 5%
East Africa University 11 52 28 4%
Plasma University for Science & Technology 15 40 50 10%
Heritage Institute for Policy Studies, 2013 Qualification of lecturers
The Heritage Institute for Policy Studies reports that the total number of lecturers across all Somali universities was at 2501 in 2013. Accordingly, the total ratio is about 21 students per lecturer.
The number of lectures varies depending on the university. Student-lecturer ratio is a poor indicator of students experience in various faculties, because the number of lecturers is not broken down by faculty.
39% of the total lecturers were reported to have a bachelor’s degree, 50% were reported to have a master’s degree, and the remaining 11% were reported to have a PhD. None of these have been reportedly involved in any research activities. The quality of teaching varies greatly depending on the institution, as there are no prescribed standards.
There were significant regional differences in regards to lecturers qualifications: universities located in Somaliland have proportionally fewer lecturers with PhDs compared to institutions in South-Central and Puntland (HIPS, 2013).
Table 1: Number of lecturers in the eight largest institutions
Table 2: Distribution of lecturers’ qualifications in the eight largest institutions
There is no data on a standardized grading system.
In recent years, various grading systems have evolved in parallel.
The grading system of the “Benadir University” is just an example. When evaluating degrees, one has to check each HEI individually, always keeping
Range Grade Letter Points
1. Above 95 Excellent with honor A+ 4.5
2. 90 to 94 Excellent A 4.0
3. 85 to 89 Very good (high) B+ 3.5
4. 80 to 84 Very good B 3.0
5. 75 to 79 Good (high) C+ 2.5
6. 70 to 74 Good C 2.0
7. 65 to 64 Pass (high) D+ 1.5
8. 60 to 64 Pass D 1.0
9. Less than 60 Failure F 0
sector remains largely undeveloped, with no substantive national qualifications scheme.
TVET, if existing, is rather non-formal.
TVET
TVET remains largely project driven, with NGOs providing short training courses to target beneficiary groups. While some limited centre based provision does appear to exist, the TVET
in mind that there is neither an official accreditation system nor a standardized grading system.
Conclusions on authenticity and the quality of the study programs remain difficult and have to be drawn case by case.
Grading System in Higher Education
Certification/Documentation samples
questions concerning certification and documentation samples.
Benadir University Grading System
We recommend that you contact your national ENIC-NARIC centre if you have any specific
• Somali Republic, Ministry of Education, Culture &
Higher Education: Report on Education Umbrellas in Somalia and Statistic of schools in 2010-2011:
http://planipolis.iiep.unesco.org/sites/planipolis/files/
ressources/somalia_education_report_2010_2011.pdf
• Brock, C. and Wolhuter, C. (2014). Education in East
Useful sources and links
and Central Africa. 1st ed. Bloomsbury, pp.340-342.
• Cassanelli, L. and Abdikadir, F. (2008). Somalia:
Education in Transition. DigitalCommons@
Macalester College. Available at: https://
digitalcommons.macalester.edu/bildhaan/vol7/iss1/7/
[Accessed 8 Oct. 2018].
Education institutions
• Mogadishu University: http://mu.edu.so/
• University of Hargeisa: http://www.uoh-edu.net/
• Golls University: http://gollis.edu.so/
• Somaliland University of Technolgy:
https://www.somalilanduniversity.org/
• East Africa University:
http://eastafricauniversity.net/
• Puntland State University:
http://puntlandstateuniversity.com/
• University of Bosaso:
http://universityofbosaso.net/
REFERENCES
Educational system and institutions:
• East Africa University. (2018). Faculty of Education. [online] Available at: http://eastafricauniversity.net/academics/education/
[Accessed 8 Oct. 2018].
• Gtecsom.com. (2018). Cources & Programs | Garowe Teachers Education College. [online] Available at: http://gtecsom.com/
cources-programs/ [Accessed 8 Oct. 2018].
• SIMAD University. (2018). SIMAD University - SIMAD University. [online] Available at: https://simad.edu.so/ [Accessed 8 Oct.
2018].
• Somalilanduniversity.org. (2018). Somaliland University of Technology (SUTECH) - Home. [online] Available at: https://www.
somalilanduniversity.org/ [Accessed 8 Oct. 2018].
• Uniso.edu.so. (2018). Academics - University of Somalia (UNISO). [online] Available at: https://www.uniso.edu.so/ [Accessed 8 Oct. 2018].
• University of Hargeisa. (2018). UOH - University of Hargeisa. [online] Available at: http://www.uoh-edu.net/ [Accessed 8 Oct.
2018].
• Universityofbosaso.net. (2018). Academics – University of Bosaso. [online] Available at:
http://universityofbosaso.net/faculty-of-computer-science/ [Accessed 8 Oct. 2018].
Other:
• 4icu.org. (2018). Gollis University | Ranking & Review. [online] Available at: https://www.4icu.org/reviews/universities- english/15611.html [Accessed 8 Oct. 2018].
• Cia.gov. (2018). The World Factbook — Central Intelligence Agency. [online] Available at: https://www.cia.gov/library/
publications/the-world-factbook/geos/so.html [Accessed 8 Oct. 2018].
• Education Policy and Data Center: Somalia - National Education Profile, 2014 Update: https://www.epdc.org/sites/default/
files/documents/EPDC%20NEP_Somalia.pdf
• Radio ergo: Thousands of children drop out of school in Somaliland due to teacher salary ‘buffer’ fees: https://www.
radioergo.org/2018/03/23/thousands-of-children-drop-out-of-school-in-somaliland-due-to-teacher-salary-buffer- fees/?lang=en [Accessed 8 Oct. 2018].
• theirworld.org: “Somalia shakes up its education system after years of being wrecked by conflict”.
https://theirworld.org/news/somalia-shakes-up-education-system-schools-after-years-of-conflict [Accessed 8 Oct. 2018].
• Un.org. (2018). UNITED NATIONS OPERATION IN SOMALIA I - (UNOSOM I). [online] Available at:
www.un.org/Depts/DPKO/Missions/unosomi.htm [Accessed 8 Oct. 2018].
Please see “Useful sources and links” for additional references.
Evaluation tips and recommendations
• Eno, M. (2015). The Revival of Higher Education in Somalia: Prospects and Challenges. Journal of Somali Studies, [online] 2(1&2), pp.9-45. Available at:
www.researchgate.net/publication/303128807_The_
Revival_of_Higher_Education_in_Somalia [Accessed 8 Oct. 2018].
• The State of Higher Education in Somalia. (2013).
[ebook] The Heritage Institute For Policy Studies, pp.1-14. Available at: www.heritageinstitute.
org/wp-content/uploads/2013/08/HIPS_Higher_
Education_SOMALI.pdf [Accessed 8 Oct. 2018].
• Saggiomo Valeria: The Open Area Studies Journal, 2011, 4, 53-61: From Charity to Governance: Islamic NGOs and Education in Somalia: https://pdfs.semanticscholar.org/
ed0a/6c066a78dece73207bdcc17e31d7044 a4e9d.pdf
• European Asylum Support Office: Country of Origin Information report South and Central Somalia Country overview, August 2014: www.easo.europa.eu/sites/
default/files/public/COI-Report-Somalia.pdf
• Norwegian Refugee Council: Accelerated Primary Education Support Project - Final Evaluation Report:
www.alnap.org/system/files/content/resource/files/
main/9686521.pdf
• Puntland State of Somalia - Ministry of Education:
Puntland Education Sector Analysis ‘16: http://
pl.statistics.so/wp-content/uploads/2017/07/Puntland_
ESA.pdf
• Puntland State University. (2018). Academics - Puntland State University is an Agent of Change.
[online] Available at: http://puntlandstateuniversity.
com/courses/programs/associate-diploma-programs/
[Accessed 8 Oct. 2018].
In general: Paper based verification for Somalia is difficult /unsure!
It is recommended to ask for all educational documents, not just Bachelor, but always
secondary school diploma (and intermediate school diploma - even though only few seem to be able to deliver both intermediate and secondary school diploma) and CV of the applicant
Goal
The overall goal of REACT is to enhance the mobility, employability and access to further studies for refugees, displaced persons and
persons in a refugee-like situation – including those without official documentation of their educational background. Through undertaking testing of the toolkit in cooperation with higher education institutions from across Europe, the objective is to identify the needs of the institutions and develop best practice cases that illustrate possible pathways for admission of refugee students to further studies.
In addition to the testing of the toolkit, five refugee country briefings will be developed to help with the evaluation of credentials of refugees, displaced persons and persons in a refugee-like situation.
The country briefings will present a systematised overview of the educational systems in Iran, Ethiopia, Somalia, Venezuela and the Democratic Republic of Congo (DRC). The content will also be presented in webinars held by experienced credential evaluators.
Activities
The project is structured around nine work packages, developed to ensure a knowledge- based approach to the assessment of refugees’
qualifications.
MAIN PROJECT ACTIVITIES
• Testing and adaptation of the toolkit, in close cooperation with higher education institutions from Norway, the Netherlands, Germany, Italy and Ireland
• Provide recommendations to higher education institutions and identify best practice cases that illustrate pathways for admission of refugee students to further studies
• Compilation of e-learning modules presenting best practice cases on admission of students with refugees’ qualifications to further studies
• Development of five refugee country briefings on the educational systems in Iran, Ethiopia, Somalia, Venezuela and the Democratic Republic of Congo (DRC)
• Development of e-learning modules based on the five refugee country briefings
What is REACT?
REACT (Refugees and Recognition – Toolkit 2) is an Erasmus+ supported project, which aims to establish a more efficient and consistent approach to the recognition of refugees’
qualifications in Europe. The project builds on the recently completed Erasmus+ project
«Refugees and Recognition», which developed a toolkit for the recognition of refugees’
qualifications. The project takes place between 2018 and 2020.
2019
Testing of the toolkit at HEIs Identification of best practice cases E-learning modules on best practice
2020 Final dissemination seminar
2018
Fact finding seminar for the consortium 5 new refugee country briefings E-learning modules based on country briefings
Seminar/training for HEIs Kick-off seminar TIMELINE
To enable the accessability and transparency of the project’s work, the results will be made available on the project’s website on a continuous basis.
Website:
www.nokut.no/en/about-nokut/international- cooperation/erasmus-projects/react-- refugees-and-recognition
Email:
Drammensveien 288 Postboks 578,1327 Lysaker Telefon: 21 02 18 00 www.nokut.no
The REACT-project is a cooperation between National Academic Recognition Information Centres (NARICs), higher education institutions and interest organisations working closely with refugees and their educational qualifications.
Co-funded by the Erasmus+ Programme of the European Union
The European Commission support for the production of this publication does not constitute an endorsement of the contents, which reflects the views only of the authors, and the Commission cannot be held responsible for any use,
which may be made of the information contained therein.
